Parent Involvement and Dropout Prevention

Dr. Rose A. HallChallenges on the Road to School Success for Low

Socioeconomic and Minority Students

2

IntroductionAs the United States struggles to keep its

students competitive in a global society,

reducing dropout rates has been a major

priority for large urban school districts.

Students in big-city school districts like

New York and Chicago have a less than a

50-50 chance of graduating from high

school with their peers and graduate far

fewer than half each spring, according to

a 2006 research study (Toppo, 2006).

The promotion and implementation of

parent involvement is a major key to

challenging students’ beliefs about

achieving school success, especially low-

income, minority students who leave

school early without graduating.

A School System without parents at its foundation is just like a bucket with a hole in it.... -Rev. Jesse L. Jackson

Significance

Parent involvement is a major force

within school systems, necessary for the

effective implementation of strategies

that increase the number of students

experiencing school success.

Henry, Knight & Thornberry (2012) report

that school dropouts have very negative

consequences, not just for the student, but

for his or her family and society at large.

Failure to graduate from high school results

in a lifetime of lower wages, poorer health,

dependency on public assistance, possible

involvement in crime and incarceration

(Henry, Knight & Thornberry, 2012).

3

Method of Inquiry

A qualitative action research case

study was chosen for its focus on educational

interventions that provide insight into practice

issues in a real world context (Joseph, 2004).

Yin (2003) states, qualitative case studies

facilitate the development of theoretical

propositions to direct the data collection and

analysis in ways that seek to explain causality

in real-life interventions that are too complex

for survey and experimental strategies. The

focus on taking research from theory to

practical implementation seems to be a logical

progression. Action Research case studies

place actual interventions in the real world

environment for testing (Joseph, 2004).

Research Questions

1) How does parent involvement affect the academic school success of minority, low socio-economic students?

2) How does parent involvement affect the behavioral school success of minority, low socio-economic students?

3) What are some forms of nontraditional parent involvement?

4) What are the effects of nontraditional forms of parent involvement, i.e. instilling cultural pride, encouragement and school expectations?

Demographics

The study participants’ demographics were diverse in ethnicity (African American, Arab, Bengali, Haitian, and South American Countries), languages (Arabic, Bengali, English, Creole, French, and Spanish), level of education and household income. Nevertheless, the teachers and parents shared the same goals and aspirations regarding the students’ school success.

Setting

The study was conducted in Broward Public School District, Florida at an elementary school. The school is located in an urban community of minority (Hispanic, Haitian and African American) and low socio-economic families, 76% of who are recipients of public assistance support services (Broward County Property and Census, 2012). The neighborhood consists of a high percentage of individuals who have left school early and dropped out (Broward County, Florida Census).

Involvement (Traditional / Non Traditional)

Parent Teacher Association (PTA)

School Conference & Meeting Verbal and Written

Corresponding Chaperone School Trips Athletic Events Attendance & Financial School

Support

Verbal Praise

Cultural Awareness

Promoting Education

Providing School Work Area @ Home

Goal Settin

open communication as a way to improve student

achievement.

The research focuses on engaging parents; teachers

and students in building meaningful productive

relationships based on interventions that foster

Epstein (1997), Typology of Parent Involvement

and Wehlage (1989), School Impediments,

provided balance in examining Parent

Involvement and School Success among low

socioeconomic and minority students.

Epstein’s (1997) typology of six (6) types of parent

involvement and connections (Parenting,

Communicating, Volunteering, Learning at home,

Decision Making and Collaborating with the

Community) that assist schools in developing

meaningful partnerships that lead to students

experiencing school success.

Wehlage (1989) asserts that schools contribute greatly

to the dropout rate by producing impediments to

school success like (adjustment, difficulty,

incongruence, and isolation) through policies and

practices that result in many suspensions, failing

marks and grade retention. School system policies

label most low-achieving students and create a cycle

of work avoidance, acting out behaviors, detention,

suspension, resulting in lack of engagement and

dropout.

4

Recommendations

Future Research

Future research should focus on the implementation of programs at the district level of certified professional training teams like “Schools and Parents Partnership” to train schools year round on how to develop relationships with parents.

Study on: The effects of Parent Involvement Longitudinal study (3-5) years, starting in elementary – secondary education. Pre & Post Survey Attitudes (Parents/Students) and academics

Study on Motivation - Develop an instrument that identifies and examines the benefits of motivation and school success. Targeting elementary school children

Study on: Examining School Culture and Climate of Students experiencing little to no school success

Results

The students’ reading grades improved (75% of the group), while their math grades only improved for a portion of the group (25%). In math, the majority of students were able to maintain their grades (69% of the group). There were no declines in reading grades, however, there was a 6% decline in math grades.

The data suggests a positive connection between parent involvement and school success among low socioeconomic and minority students.

Correlation does not denote causation. Many other variables that may have played a role where peer interaction, school personnel taking a greater interest.

Teachers reported observing greater effort and motivation among the students experiencing an increase in parent involvement.

Parents reported an increase in teacher instruction to help them assist their child with class work/homework. Parents reported initially not knowing how to assist their child in achieving academic growth.

Students reported feeling safe in a caring environment with teachers who knew their parents personally and had a friendly relationship with their families.

Dr. Rose A. HallLynn University3601 N. Military TrailBoca Raton, FL 33431

Results

The students’ reading grades improved (75% of the group), while their math grades only improved for a portion of the group (25%). In math, the majority of students were able to maintain their grades (69% of the group). There were no declines in reading grades, however, there was a 6% decline in math grades.

The data suggests a positive connection between parent involvement and school success among low socioeconomic and minority students.

Correlation does not denote causation. Many other variables that may have played a role where peer interaction, school personnel taking a greater interest.

Teachers reported observing greater effort and motivation among the students experiencing an increase in parent involvement.

Parents reported an increase in teacher instruction to help them assist their child with class work/homework. Parents reported initially not knowing how to assist their child in achieving academic growth.

Students reported feeling safe in a caring environment with teachers who knew their parents personally and had a friendly relationship with their families.

The importance of conducting research on strategies to involve parents in their children’s school life and its connection to students experiencing

school success cannot be underestimated. Building a bridge of meaningful partnerships is a two way process between schools and parents that

requires participation from both sides. Partnerships are only successful when both parties are committed, share mutual respect, and are vigilant

and dedicated to a common goal.